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Ho trovato questo articolo utile per capire come la scuola possa continuare a svolgere la sua funzione sociale ed educativa anche come parte di RETE NELLA RETE.

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Riflessione sul ruolo delle tecnologie assistite nelle politiche europee, sul potenziale inclusivo della corporeità e dell'azione nei percorsi di insegnamento-apprendimento

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Abstract

The Covid-19 health emergency has produced a rethinking of education and training systems based on open and flexible physical spaces and remote communication channels; however, socialization processes and virtual relational exchanges are still possible and at the same time authentic. Moreover, the use of telecommunication technologies augment efforts to find a new way to organize educational spaces when it is not possible to share physical space and virtual spaces must be used. Starting from the role of assistive technologies in European policies, this work presents a case study about the inclusive perspective of corporeality and action in teaching-learning process and described an experience done in a third grade class of a primary school in Rome where a teacher used an eye communicator with GRID3 software and tools of Augmentative Alternative Communication with a student with complex communication needs, main goal of this activity was to create an inclusive and sharing path for each scholar done in distance education.

Promuovere le tecnologie assistive e la CAA al tempo del Covid-19.

L'emergenza sanitaria da Covid-19 ha sollecitato un ripensamento dei sistemi educativi e formativi quali dimensioni aperte e flessibili in cui formarsi, spazi nei quali i canali di comunicazione a distanza hanno reso possibile processi di socializzazione e scambi relazionali virtuali ma non per questo meno autentici, luoghi della didattica in cui favorire gli apprendimenti mediante l'uso di tecnologie che hanno consentito di raggiungere risultati anche in assenza di condivisione di uno spazio fisico. Il lavoro presenta una riflessione sul ruolo delle tecnologie assistive nelle politiche europee, sul potenziale inclusivo della corporeità e dell'azione nei percorsi di insegnamento-apprendimento e propone la descrizione di un'esperienza svoltasi nella classe terza di una scuola primaria romana dove, in presenza di un'alunna con gravi difficoltà comunicative, la didattica ha previsto l'uso del comunicatore oculare con software GRID3 coniugato alle pratiche e agli strumenti propri della Comunicazione Aumentativa Alternativa, con l'obiettivo di creare un percorso inclusivo e partecipativo per ciascun alunno, seppure a distanza.

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Promote Assistive and AAC technologies during Covid-19

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The Covid-19 health emergency has produced a rethinking of education and training systems based on open and flexible physical spaces and remote communication channels; however, socialization processes and virtual relational exchanges are still possible and at the same time authentic.

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la realizzazione di un video in stop-motion su un argomento disciplinare, restituisce buoni risultati sia dal punto di vista dell'apprendimento che dell'acquisizione di abilità sociali e relazionali grazie al lavoro di tipo, svolto prevalentemente in gruppo .

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Published 2021-11-29

Keywords

Abstract

The purpose of this paper is to describe the activities carried out in a class with children of the third year of primary school (Istituto Sant'Anna, Torino) school year 2019/2020 and to test the potentialities of audiovisual and technological language in the development of knowledge and skills, like the management of a collaborative activity, the correct use of technological tools and the awarness of the project's path.
Thissperimental activity starts from the hypothesis that creating a stop-motion video, focused on a disciplinary subject, can give good results both from a learning point of view and the acquisition of social and relational skills thank to the type work, mainly carried out in groups.

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Raccontare con le immagini. Lo Stop-motion come strumento per l'apprendimento collaborativo

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Published 2021-11-29 The purpose of this paper is to describe the activities carried out in a class with children of the third year of primary school (Istituto Sant'Anna, Torino) school year 2019/2020 and to test the potentialities of audiovisual and technological language in the development of knowledge and skills, like

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Con il "Cooperative Learning" progettiamo per includere

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VideoLink lets you share videos on YouTube easily, without distracting third-party content or advertisements.

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View of Didattica Inclusiva a Distanza: tecnologie e tecniche per l'Inclusione di studenti con disabilità visiva | Media Education

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← Return to Article Details Didattica Inclusiva a Distanza: tecnologie e tecniche per l'Inclusione di studenti con disabilità visiva

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LA CELLULA EUCARIOTE CON THINGLINK

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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Doodle is the simplest way to schedule meetings with clients, colleagues, or friends. Find the best time for one-to-ones and team meetings with our user-friendly calendar tool. Get started today!

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.